The Fisherman and His Soul教学设计

江阴市徐霞客中学   金雪萍

文本分析：

【What】

    渔夫爱上了美人鱼，为了和美人鱼在一起，他把自己的灵魂用从女巫那里得来的小刀切开来，然后进入了大海。他的灵魂没有心，每年都到海边呼唤他想要进入他的身体，三年来用智慧、财富、年轻舞女的脚来诱惑他，最后渔夫被诱惑了，灵魂回到他的身体，经过了几个城市，他发现他的灵魂因为没有心做了很多坏事。后来他因为爱的力量又回到了海边呼唤美人鱼，可是美人鱼再没有出现。美人鱼死了，渔夫抱着她的尸体拒绝躲避汹涌的潮水，当他被海水淹没的那一刻，他的灵魂终于跟他破碎的心连成一体。

【Why】通过渔夫为了美人鱼，舍弃灵魂甚至放弃生命的故事，让读者认识到：爱比任何东西都重要，生活离不开爱。通过渔夫离开美人鱼，却再也找不回，启发人们要珍惜目前所拥有的东西。通过灵魂对渔夫的一系列诱惑，让读者认识到：要学会拒绝各种诱惑，做出正确的选择。

【How】作者按照故事的开端—发展—转折—高潮—结局的顺序，讲述了渔夫遇见并爱上美人鱼之后发生的一系列曲折而感人的故事。作者通过大量的外貌、动作、语言、环境描写，运用反复、对比、比喻、象征等写作手法，用充满诗意和寓意的语言，营造了唯美的童话意境，刻画了栩栩如生的人物形象，给读者心灵的震撼。

 

Teaching objectives:

By the end of the class, students will be able to:

1. get a general idea of the story;

2. understand how to appreciate a story article;

3. improve their comprehension by analyzing writing skills and reading strategies;

4. sum up good qualities of Fisherman and know the importance of love, learn to choose when facing temptations.

 

Teaching procedures:

Step1: Pre-reading

Make a prediction by reading the cover of the book.

设计意图：引导学生读书的封面，了解书中人物、环境等，预测故事内容。

Step2: While-reading

1. Know about the key elements of a story

(1) Who does the Fisherman / Soul meet? (characters)

(2) Skim the pictures, put them into the right order and describe them briefly. (settings& plots)

(3) Know about the beginning, development, turning point, climax and ending of the story according to the pictures.

设计意图：引导学生了解故事的三个要素：人物、环境和情节。并从这三个方面入手，引导学生了解故事的开端、发展、转折点、高潮和结局，结合目录，帮助学生了解故事梗概。

2. Appreciate the story

Choice 1: Mermaid or Soul (Beginning)

   1. Why does the Fisherman choose the Mermaid?   ( Sing well , Beautiful)    The Mermaid's hair is golden. Her body is white. Her tail is silver and pearl.  Her ears are like sea-shells and her lips are like sea-coral.  (P13.) 

(appearance description外貌描写  simile明喻)

   2. Different opinions about soul

Persons	Opinion
Priest
Merchant
Witch
Fisherman

 

设计意图：故事的赏析，从“选择”入手。1. 这是故事的开端，毫无疑问渔夫选择的是美人鱼。通过对美人鱼的描写，感受她的美，感受渔夫对美的追求。同时，让学生了解写作手法：外貌描写、比喻。 2. 通过对比神父、商人、女巫和渔夫对灵魂的不同的观点，进一步了解渔夫对美人鱼的爱，了解写作手法：对比、反复，起强调作用。

Choice 2: Temptation or Love (Development)

    1. What does the Soul tempt the Fisherman with each year? (wisdom, riches, dancing girl)

    2. What does the Fisherman choose?

      Do you think he chooses well? What do you choose, wisdom, riches or love?

    3. Why does the Fisherman choose temptation the third year?  (pity, curiosity, desire... )

设计意图：了解三年来灵魂对渔夫的诱惑，从学生的视角评判渔夫的选择；并通过对“渔夫为什么会在第三年选择诱惑”的讨论，引发思考，激活思维。

Choice 3: Heart or Soul (Turning point)

    1. What do they do when they travel? (P51--54)

      _______ a silver cup  ______ a child     hit the merchant and _____ his gold

    2. How does the Fisherman feel?  

     "Why do you tell me to..."  "It's an evil thing to do."  

     "... You are evil."-- Why does the Soul become evil?    3. What does the Fisherman do? What do you think of him?

      (tie, close -- kind, righteous,  strong-minded ...)设计意图：1. 了解渔夫和灵魂合二为一后的情节；2. 通过渔夫的语言，分析渔夫的感受；读一读渔夫的语言，感受他的愤怒。同时追问：灵魂为什么变得邪恶？让学生意识到：没有了心，就没有了是非观，就会堕落。3.通过渔夫的行为，分析渔夫的品质。

Choice 4: Life(生命) or Love  (Climax)

    1. What does the Fisherman do when he goes back?  （P58,59）

     "Every morning, every afternoon and ... But... He ... But he can not see her."

    2. Why doesn't the Mermaid come back?

    3. If you are the Mermaid, will you come back?

    4. What does the Fisherman do when he finds the dead Mermaid?  (P60)

      (throw down, lie, kiss, touch, cry, hold, cry cry cry, ...,die with...)

设计意图：1. 寻找表达渔夫寻找美人鱼的语句，体会“反复”这一写作手法的作用；2. “美人鱼为什么不会来”的讨论，让学生根据情节进行合理推测，大胆想象；3. 共情，想象处于美人鱼的境地，自己会怎么做；4. 通过一系列的动作描写，体会渔夫情感。认识到：爱胜于一切。

 

 

Step3: Post-reading

1. What are the flowers like? (P63)

2. What do you think the flowers are?

3. Can body and soul live apart? (body + soul + heart = Man )

设计意图：花象征着美、善、爱、勇敢、坚定等所有美好的品质。通过对花的象征意义的讨论，达到情感教育的目的。问题3 呼应标题。

Step4  Homework

Do you like the ending of the story?*If you do, imagine what will happen next. 

*If not, change the ending.设计意图：通过对故事结局的讨论，培养学生评判性思维，续写或改写，培养学生想象能力力、表达能力。

 

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